Detailed Lesson Plan No.

17 (executed)

ANGELES UNIVERSITY FOUNDATION

COLLEGE OF EDUCATION
Center of Excellence for Teacher Education
Professional Education Department

Detailed Lesson Plan in Teaching English 8

Name: Shaira Mae E. Salazar Year & Section: BSED 4A (CLT 5)

Cooperative Teacher: Mrs. Zenaida J. Laus
School: Claro M. Recto Information and Communication Technology High School

1. Learning Objectives:

(Note: Please consider the content and performance standards under the K-12 Curriculum)
CONTENT STANDARDS: The learner demonstrates an understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion
in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

PERFORMANCE STANDARDS: The learner transfers learning by composing a variety of journalistic texts, the
contents of which may be used in composing and delivering a memorized oral speech featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

At the end of the learning period, students should be able to:

organize ideas through outlining;

2. follow the steps of outlining in
preparing an outline;
3. summarize the passage entitled
“Teenage & Drugs” in the form
of outlining; and
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4. realize that drugs can affect

their lives
A. Determine the meaning of synthesizing.
B. Gathering information from different sources.
C. Noting and summarizing important details in a text.
D. Identify whether the given statements about synthesis are true or false.
E. Synthesize essential information found in various sources.
F. Make a slogan expressing the importance of synthesis in writing.

2. Learning Competencies

(Identify the Grade Level and Learning Competencies set by DepEd)

LEARNING COMPETENCY: Synthesize essential information found in various sources.

3. Learning Concepts:

Topic: Synthesizing
Concept: activating prior knowledge, reading selection, creating summary from selections, making slogan
Learning Resources:
(Must contain both print and online resources)
 English Modules

Learning Materials:
(Must specifically identify the different instructional materials per activity used in the teaching-learning discourse)
 PowerPoint presentation
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 Laptop

4. Learning Procedures:

Daily Routine:
(Please identify the different parts of your daily routine before proceeding to the lesson)

Teacher’s Activity Student’s Activity

Good morning, class! Good morning, ma'am.

Who is assigned for the prayer for today? Ma'am, it is *indicate the assigned student for the
prayer*
Okay, please lead the prayer.
(Student led the prayer)
Let us bow our heads and feel the presence of the
Lord…. Amen.
Amen. Okay, for those who are absent or late today
kindly list their names (pertaining to the student Noted ma’am.
assigned in listing). Understood ma’am.

Who are the cleaners? Ma’am it’s the Group ***.

Okay, kindly clean your room so that you won’t get Understood ma’am.
scolded to your other teachers, okay?

Engagement/Encountering the Idea/ Motivation:

(The activities in this section will capture the student’s attention, stimulate their thinking, and help them access prior
knowledge)

Teacher’s Activity Student’s Activity

Before we proceed to our discussion for today, do you Ma’am, it’s about expanding an outline!
remember what our lesson was like last time?

All right, that is correct. Aside form expanding an Ma’am, we learned about primary and secondary
outline, what are the materials did you use or learn sources!
when expanding an outline?

That’s good! What is a primary sources again? Ma’am, they are records written by people who took
part in the event.

Fantastic! How about secondary sources? Ma’am, on the other hand, these are the opposite of
primary sources.

Why is it? Ma’am because these are records made by people who
were not really there during the event, in short, their
basis are other primary sources’ records.
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Now, let us try to answer this short activity. Ready? Okay, ma’am!

The title of this activity is “Check me!”, now you will Clear ma’am.
say “SOURCE!” if the example I will present in slide Understood, ma’am.
is a source of information, and if it is not, just say
“NO”, clear?
(Teacher presents the examples in front of the
students)
Source!
Magazines

No!
Your own senses

Source!
Television

Source!
Radio

Source!
Internet

Source!
Articles

No!
Imagination/Infatuation

No!
Paper and pen

Source!
The people around you

Ready, ma’am!
Okay class, You did a great job!! Are you ready to We are ready, ma’am!
begin our discussion already?

Okay!

Check me
Directions: Write
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(✓) on the space

provided if it is a
source of
information and
(x) if it is not.

_________1.
Magazines
_________6.
Imaginations/Infat
uation
_________2. Your
own senses
_________7.
Paper and pen
_________3.
Television/Radio
_________8.
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Pamphlets
_________4.
Internet
_________9.
Monographs
_________5.
Articles
_________10. The
people around you
Discussion Proper:

Teacher’s Activity Student’s Activity

In your previous lessons, you learned some Ma’am, based on what I know so far, journalistic writing
journalistic writing techniques. Do you know what involves writing a lot of articles that uses fine evidence
journalistic writing is? and supporting details, also here there are rules that
should be followed.

Okay, very well said. Now, you should know that one Got it, ma’am!
way to write a credible and reliable article is by
synthesizing information from various sources. Got it?

Now, do you have any idea what is the meaning of Ma’am, putting sources all at once?
synthesizing?

Good job! Any other meaning or definition? Making a cohesive argument after putting the sources
together, ma’am.

Very good! Are there any additional meanings? Yes? Ma’am, synthesizing also intends to not only put sources
together to make arguments but it also creates new ideas
of thoughts.

Good job everyone for sharing your ideas. Now here, Understood, ma’am.
one thing we should also remember is that changes in Clear, ma’am.
our ways of thinking take place as we read and
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synthesize, do you get it?

Okay good, now, let us learn how to synthesize, are Ready, ma’am!
you ready?

First, you should know what your sources are saying. Ma’am, because you should be familiar with them so
Why do you think this is important? you know how to make supporting details.

Good job! Second, you should identify how your It is important to avoid redundancy, ma’am.
sources are similar. Why do think this is important?

Okay, that is also correct. The next thing you should
do is the time that you should bridge the gap between
these sources, what does it mean?
Okay, that is a wonderful answer, very good!
Ma’am, based on my perspective, bridging the gap
would mean, being able to connect them with the most
essential information we could gain and make our from
them in order to finally create meaningful ideas or
arguments.

As we move forward, let me present some questions

you might want to ask yourselves. Are you ready? Ready, ma’am.
(Teacher presents some questions in front of the
students)

The first question would be:

- What is the main claim and evidence used in
the source?
Here, do you remember how you make a claim?
Okay, wonderful answer! Here is the next question:
- How do the sources connect and/or conflict
with each other?
How do you explain this one after let say making a
claim?
All right, that is very well said. Good job! Now for the
last question, we have:
- How can I combine the ideas of saying
something completely new?
How important is being able to do this? Yes?
Okay, that is another wonderful answer!
Ma’am, you could start from a general idea down to
specific or more specified details then add supporting
details for evidence.
Ma’am, here, I guess we have to find what the
contradicting ideas are so we could formulate good
counterclaims to go against claims. This way, the
discussion could be more meaningful.
Here ma’am, of course there will be time you would ask
how will you effectively write your piece and it is
important to consider transitional devices or cohesive
devices for combining ideas and as well as considering
the meaningful insights from the questions earlier.

Let me present you the four steps to synthesize

information from different sources.

Step 1: Organize your thoughts. Can everybody read

the description, please. One way to begin synthesizing the literature is to put
your notes into a table. Depending on your topic and the
type of literature you’re dealing with, there are couple of
different ways you can organize this.
How is this one helpful to you?
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Ma’am, you become more organize and you will avoid

difficulty in sorting the sources you gathered.

That is correct, very good! Step 2: Outline your

structure, please read the description, everybody.
How do you describe the importance of making an
outline?
That is fantastic, very good! Step 3: Write paragraphs
with topic sentences. Kindly read together.
How important is this step?
Okay, that is wonderful! The last step is Step 4:
Revise, edit, and proofread. Below is the checklist you
can follow for your synthesis:
 Do I introduce the paragraph with a clear,
focused topic sentence?
What do you consider here?
Have a clear overview of the main connections and
differences between the sources you’re read. Next,
decide how will you group them together and the order
in which you’ll discuss them.
Ma’am, you are able to draft what you are about to write
and this will give you clear plans on producing a good
output.
(Students reading the description altogether)
Ma’am, it is the fact that it combines the various sources
and each paragraph would be able to discuss then few
different sources based on how you want it to be written.
(Students examining the checklist carefully)
Ma’am, having just a main topic to focus on your
writing is enough.

Okay, that is correct. How about the next question?

 Do I discuss more than one source in the
paragraph?
Okay, that is also correct. How about the next one?
 Do I mention only the most relevant findings,
rather than describe every part of the studies?
Okay, very well said. For the last one:
 Do I discuss the similarities or differences
between the sources, rather than summarizing
each source?
What is important here is that you can do both as long
as you do it correctly and you do it with proper
recognition of where your sources came from. Got it?
Ma’am, it is about considering the sources you gathered,
yes you can add as many as you want but I think those
necessary ones should only be added, of course.
Ma’am, in describing parts of studies I think it is also
important to mention not just the relevant but also the
small or tiny ideas because they are part of the whole
ideas and such.
Got it, ma’am!
Understood, ma’am!

Look at the sample synthesis below:

“Sharpe (2016) observed an increase in students’ (Students examining the sample in front)
ability to focus after they had recess. Similarly, Barnes
(2015) found out that hands-on activities also helped
students focus. Both of these techniques have worked
well in the classroom, keeping the students engaged in
learning”

Now, let us study the news report below then kindly

note the important details that you want, and later on I Got it, ma’am!
will call randomly to ask for answers, okay?
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While you are reading this news report, kindly take

note of the when, who, what, where, and how details.
(Students are taking notes)
(After few minutes)

What is the “When” details from the text?

October 7, 2007
Very good! How about the “who” detail, who can tell
me?
Manny Pacquiao
Fantastic! Next, the “what” detail?
Best in the world
Good job! How about the “where” or place?
Las Vegas
Wonderful! And the “how” detail, who can tell me?
Superior hand speed and hard punches
Now I think with having this kind of knowledge, I
think you are now ready for your task today. Are you
ready?
Ready, ma’am!
___________________________________________
____________________________________________
APPLICATION
Directions: Note the important details in the paragraph
below and summarize them.

Source A.

Clouds can be
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used to protect
weather because
different types of Yes, ma’am!

clouds signal Understood, ma’am!

different kinds of (Students started doing the activity by group)

weather. Cirrus
clouds are (Students passed their activity forward)

generally wispy
and elongated in
form. They are
made of ice
crystals and they
usually appear
before a storm.
Stratus clouds
(i.e., stratified
clouds) are heavily
layered and often
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appear in
a sheet-like
formation. They
are low, dark
clouds which may
indicate snow or
rain. Cumulus
clouds are
billowy. They are
white and may
appear during
good weather.
Nimbus clouds are
dense, dark, rain-
producing clouds.
The identification
of cloud types is
an important skill
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for aviator
meteorologists
because
clouds present
variable icing
hazards. Ice
formation can
drastically reduce
the effectiveness
of airfoils (wings,
flags, rudder,
ailerons, elevators)
and may destroy
the control of an
aircraft.

Source B. How do clouds form?

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Here, I will give you 20 minutes to do this activity in

groups. Do you remember your group last time?

Good! Use that groupings and write your section and

names on a one whole sheet of paper together with
your answer on this activity. Clear?

You may now begin your activity.

**Times’s up!

Okay, kindly pass your papers forward.

GENERALIZATION
Let us review what we have learned for today.

What is synthesis? Ma’am, it is a process of gathering information from

different sources, reviewing their reliability, citing
sources, summarizing, and writing them down to come
up with a desired result.

How do you do a synthesis? Ma’am, in making a synthesis, you must gather suitable
sources first. Then select the relevant ones, but also
recognize the small details. Once it happened, we can
make an outline on how to summarize and write the
information using our own words.

What are the four steps to synthesize information from 1. Organize your thoughts.
different sources? 2. Outline your structure.
3. Write paragraphs with topic sentences.
4. Revise, edit, and proofread.

1. Evaluation:

(Please provide test items and answer key which are aligned to the learning objectives-content and performance standards)

Directions: Since you have already gathered details and summarized each given source, following the steps
mentioned, it is time to synthesize essential information taken from the two sources. Use the rubric as your guide.
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RUBRIC

Criteria 10 7 4
Content The learner includes all The learner includes The learner includes only
of the essential almost all of the essential some of the essential
information needed. information needed. information needed.
Organization All of the ideas and other Some of the ideas are Ideas are not organized.
details are organized organized and other
clearly. details are not so clear.

2. Learning Agreements:

(Have 2 sets of assignments: A. Agreement based on today’s lesson; B. Agreement based for the next day’s lesson. (…or
place here items considered as their assignment, things/materials to bring for the next meeting, or on-line activities and
resources they must check or to perform)
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Directions: Make a slogan expressing the importance of synthesis in writing. Write this on a separate sheet
of paper. A rubric will be given as your guide.

Rubric:
Criterion 5 – Point Scale
Content 5 -The slogan is exceptionally attractive in terms of
the chosen words. It clearly expresses the message
of the given topic.
4 – The slogan is attractive in terms of the chosen
words. It expresses the message of the given topic.
3 – The slogan is fairly attractive in terms of the
chosen words. It fairly expresses the message of
the given topic.
2 – The slogan is poorly done. It does not express
the message of the given topic. The slogan is very
poorly done.
1 – It is incomplete.